Students will understand that: › This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
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Essential Question(s)
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.) › What leading questions can you ask of students to get them to understand the Big Ideas? › Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
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Student objectives (outcomes)
Students will be able to: › These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. › Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
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Stage 2 – Assessment Evidence
Performance Task(s)
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. › Designed at least at the application level or higher on Bloom’s Taxonomy. › Rubrics can be used to guide students in self-assessment of their performance
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Other Evidence of Student Understanding
› includes pre-assessment, formative assessment, and summative assessment evidence › Can be individual or group based › Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
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Stage 3 – Learning Plan
Learning Activities
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning
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Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below:
Team A, Unit 3
Stage 1 - Desired Results
Other Content Area Standards Addressed:
NETS-S Standards Addressed:
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Students will understand that:
› This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
.
.
.
.
.
.
.
.
.
.
.
.
.
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.)
› What leading questions can you ask of students to get them to understand the Big Ideas?
› Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
.
.
.
.
.
.
.
.
.
Students will be able to:
› These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.
› Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
.
.
.
.
.
.
.
.
.
.
.
Stage 2 – Assessment Evidence
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.
› Designed at least at the application level or higher on Bloom’s Taxonomy.
› Rubrics can be used to guide students in self-assessment of their performance
.
.
.
.
..
.
.
› includes pre-assessment, formative assessment, and summative assessment evidence
› Can be individual or group based
› Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
.
.
.
.
.
.
.
.
.
.
.
.
Stage 3 – Learning Plan
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:
› the students will do during the class to prepare them for the outcomes you expect of them.
› the teacher will do to guide the learning
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Learning Activities
Describe each lesson that supports your unit’s enduring understandings and curriculum/technology standards. In each description, explain how the lesson incorporates student-centered learning, project-based or inquiry-based learning, NETS and 21st century skills. Include formative and summative assessments that are associated with the lesson. Fully cite resources (print materials, organizations, software, web resources, etc.) that are used to support the lesson’s content.)
Create one lesson plan table for each lesson, and link these below: